Advancements in orthopaedic medical Education: Exploring novel teaching strategies – A qualitative systematic review

Abstract

Background

The evolution of orthopaedic medical education has been significantly influenced by the integration of innovative teaching methods aimed at addressing the challenges of traditional learning models. Emerging pedagogical strategies such as simulation-based learning, flipped classrooms, problem-based learning (PBL), and peer teaching have demonstrated improved student engagement, knowledge retention, and clinical competency. However, the global adoption of these innovations faces barriers, particularly in resource-limited settings.

Methods

This study explores the impact of novel teaching strategies in orthopaedic education through an extensive literature review and evaluation of current trends. The study methodology follows systematic analysis guidelines registered under PROSPERO (ID: CRD420251007591). Key parameters assessed include student engagement, knowledge retention, and clinical skill development.

Results

Findings indicate that simulation-based learning enhances surgical skill acquisition by offering repetitive practice opportunities in a controlled environment. The flipped classroom model improves conceptual understanding by allowing pre-class learning and interactive in-class application. PBL and peer teaching foster critical thinking, collaborative learning, and problem-solving skills. Despite financial and logistical challenges, institutions implementing these strategies report significant improvements in training outcomes.

Conclusion

Innovative teaching strategies in orthopaedic education are crucial for enhancing training efficiency, student engagement, and clinical competency. However, global implementation requires overcoming technological, financial, and faculty training barriers. The findings emphasize the need for continued research and adaptation of these methods to ensure widespread accessibility and effectiveness in orthopaedic training programs.